Abstract:

As educational curricula have been transformed from face-to-face to distance education, new and different tools in educational program evaluation have become a necessity. Therefore, in this study we aimed to develop a five-point Likert-type scale to measure the effects of the distance education system of English language teaching. For the pilot study, a 40-item questionnaire was applied to 121 students studying in the English preparatory program at a Turkish university. First, the factor analysis study of the scale was created, and then the item analysis studies were carried out and the scale was updated by removing 10 items with a low factor load or collected under more than one factor. The new scale, consisting of 30 items, was applied to 370 students, and as a result of the factor analysis study, the scale consisted of five different structures named as “Language Skills”, “Communication”, “Content Evaluation”, “Instructors” and “Assessment”. The Cronbach Alpha internal consistency coefficient for the entire scale, whose validity and reliability studies were completed, was determined as 0.952. Finally, confirmatory factor analysis studies were carried out and it was determined that the goodness of fit indices were at an acceptable level and the exploratory factor analysis results were confirmed.